Craswell Alison, Dos Santos Ribeiro Mariana S, Hubbard Murdoch Natasha, Whitford Sandy, Murdoch Thomas J, Anderson Sharon, Parmar Jasneet, Compton Roslyn M
School of Health, University of the Sunshine Coast, Sippy Downs, Queensland, Australia.
College of Nursing, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
Australas J Ageing. 2025 Mar;44(1):e70001. doi: 10.1111/ajag.70001.
To evaluate the experience of health-care workers who completed an online professional development program designed to support family carergivers in care teams in personal care homes. The evaluation focussed on issues of access and uptake of education modules.
An explanatory sequential mixed methods design was used to include data from posteducation surveys, and online module analytics of use, to inform interview questions. Demographic data, survey data and video analytics were described. Focus group data were analysed using reflexive thematic analysis. Mixed method data integration enabled inference development.
Across eight personal care homes located in Canada and Australia, of 114 health-care workers (mainly care aides) who commenced the online education modules, 89 watched and completed the postassessment. Most agreed that the educational content increased their understanding, and the videos increased their knowledge. Ten participants took part in focus groups interviews. The education was perceived as another way to learn and was considered beneficial for individual and team practice. Health-care workers found it difficult to find time to undertake learning opportunities outside work when their lives were busy and involved other responsibilities or multiple jobs. The need for organisational support to coordinate time during work to undertake work-related learning was highlighted.
Caregiver-centred care education exemplifies enhancing relational care among health-care staff and family caregivers, beneficial for individual and team practice. By valuing education for health-care workers through creating opportunities for staff to engage during work time, a cultural environment that embodies continuous learning can be created in sectors caring with older adults.
评估完成在线专业发展项目的医护人员的体验，该项目旨在支持个人护理院中护理团队的家庭护理人员。评估重点关注教育模块的获取和使用问题。
采用解释性序列混合方法设计，纳入教育后调查数据以及在线模块使用分析数据，为访谈问题提供信息。描述了人口统计学数据、调查数据和视频分析。焦点小组数据采用反思性主题分析进行分析。混合方法数据整合有助于进行推断。
在加拿大和澳大利亚的八家个人护理院中，114名开始在线教育模块学习的医护人员（主要是护理助手）中，89人观看并完成了后测。大多数人认为教育内容增进了他们的理解，视频增加了他们的知识。10名参与者参加了焦点小组访谈。该教育被视为另一种学习方式，对个人和团队实践都有益。医护人员发现，当他们生活忙碌且承担其他责任或从事多份工作时，很难在工作之余抽出时间参加学习机会。强调了需要组织提供支持，以便在工作期间协调时间进行与工作相关的学习。
以护理人员为中心的护理教育体现了加强医护人员与家庭护理人员之间的关系护理，对个人和团队实践都有益。通过为医护人员创造工作时间参与学习的机会来重视教育，可以在照顾老年人的部门营造一种体现持续学习的文化环境。
